Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders     

Chambrè  Susan J.  Ehri  Linnea C.  Ness  Molly 《Reading and writing》2020,33(5):1133-1162

Reading and Writing - An experiment examined orthographic facilitation of vocabulary learning, that is, whether showing students spellings of novel words during learning helps them remember the...  相似文献   

I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs,Attitudes, and Values About Teaching Science as Inquiry     

Deborah G. Herrington  Senetta F. Bancroft  Molly M. Edwards  Caroline J. Schairer 《Journal of Science Teacher Education》2016,27(2):183-204

This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes.  相似文献   

Education in Malaysia: Towards Vision 2020     

Molly N.N. Lee 《School Effectiveness & School Improvement》2013,24(1):86-98

This article analyses the relationship between educational development and the socio-political and economic context of Malaysia. Under the rubric of Vision 2020, there is a liberalisation of educational policies leading to the democratisation, privatisation and decentralisation of the Malaysian educational system. In conjunction with mass education, both the primary and secondary school curricula were revised with great emphasis on the development of an all-round individual, the acquisition of basic skills, the inculcation of moral values, and the abolishment of early specialisation. The educational administrative system has been decentralised to promote school-based management and teacher empowerment. Furthermore, the private sector has been encouraged to play an active role in providing higher education.  相似文献   

Improving Preschool Classroom Processes: Preliminary Findings from a Randomized Trial Implemented in Head Start Settings     

Raver CC  Jones SM  Li-Grining CP  Metzger M  Smallwood K  Sardin L 《Early childhood research quarterly》2008,63(3):253-255

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Integrating a personal and social responsibility program into a Wellness course for urban high school students: assessing implementation and educational outcomes     

Paul M. Wright  Weidong Li  Sheng Ding  Molly Pickering 《Sport, Education and Society》2013,18(3):277-298

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All Social Welfare Policy Is Rational     

Christopher Flaherty  Gretchen E. Ely  Nancy Meyer-Adams  Jeffrey Baer  Richard D. Sutphen 《Journal of Teaching in Social Work》2013,33(1):59-74

Social work's professional commitment to working toward social justice for vulnerable groups is well known. However, as a profession, social work has been criticized for proposing professional perspectives that may be interpreted by some as political indoctrination. The purpose of the current study was to examine social work students' perceptions of political debate in the classroom. An additional goal was to examine whether students believed that colleagues who hold certain sociopolitical beliefs should be prohibited from receiving a social work degree. Four hundred and ninety-seven undergraduate and graduate social work students from 10 programs were surveyed. Results show that a majority of respondents were comfortable with the discussion of sociopolitical content in the classroom. Nevertheless, students who self-identified as politically conservative were more likely to report that they perceived the classroom environment as less open and hence less conducive to debate. Finally, overt racism was identified as the only attitude that should prohibit someone from receiving a social work degree. Implications for social work education are discussed.  相似文献   

Teacher Research,Action Research: the Logo Action Research Collaborative     

Molly Lynn Watt 《Educational Action Research》2013,21(1):35-63

Action research is a form of professional inquiry in which the teacher's role is seen as key to educational improvement. This paper describes methodologies developed by the Logo Action Research Collaborative – a national network linking 100 teachers at nine sites – that facilitate and support collaborative inquiry by teachers into their own teaching practices, in order to understand, improve, develop, and incorporate new forms of student assessment, teaching methods, and curriculum. The project focused on the Logo computer language, a powerful learning environment for problem‐solving and mathematical inquiry. The authors provide background information on action research as an evolving discipline. They identify three phases of a year‐long action research cycle, and describe key strategies developed by the project to support teachers in taking on a research frame of mind, identifying areas of concern, and undertaking and completing action research projects. The paper includes several illustrative examples of action research investigations undertaken by teachers, and demonstrates the benefits to the students and teachers involved. It closes by making a case for the potential contribution of action research to current educational reform initiatives and school restructuring.  相似文献   

The Chimera of Choice: Gentrification,School Choice,and Community     

Molly Vollman Makris 《Peabody Journal of Education》2013,88(4):411-429

This study investigates school choice in a gentrified urban context and examines the ways in which school choice as rhetoric creates false perceptions, how school-choice policies can betray the very principle they espouse, and how choice (while sought after by many) can undermine community. As school choice continues to expand and gain traction politically, it is increasingly important to understand the effects it has on a variety of populations and how the rhetoric surrounding the policy does not correspond with the lived realities on the ground. This research borrows the concept from psychology and economics of “the paradox of choice” (Schwartz, 2004 Schwartz, B. (2004). The paradox of choice: Why more is less. New York, NY: Ecco. [Google Scholar]) and applies it to school choice to demonstrate some of the negative influences of choice on parents and their views of schooling. This research calls into question one of the major arguments for the expansion of school choice—that it provides all parents the opportunity to choose the best fit for their child—by demonstrating that in actual practice choice does not meet parents’ expectation that they are in control of their child’s educational options, regardless of their class background. In this case study the choice system results in a lack of agency, anger and hostility, discontent with schooling options, and an undermining of community connections. Although a number of families do believe they had a choice and were satisfied with their child's school options, or became staunch advocates for their local district schools, the choice landscape still creates tensions.  相似文献   

Learning Power—Book review     

Molly Reilly 《Journal of Educational Change》2007,8(2):185-188

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Reading for pleasure in paradise: paired reading in Antigua and Barbuda     

Molly J. Warrington  Patricia George 《Literacy》2014,48(2):66-71

Reading for pleasure is essential in the development of literacy. This paper reports on findings from a paired reading strategy introduced into primary schools in Antigua and Barbuda in order to foster children's pleasure in reading. This programme of cross‐age peer tutoring intervention began with the training of teachers in a small group of seven schools and was extended to all the schools on the islands in the following year. Qualitative research data from children and teachers showed that children were enthusiastic about the experience, with some evidence to show that their wider interest in reading was stimulated. Although for the pupils, particularly the younger ones, the main benefit of shared reading was perceived to be an improvement in reading skills, for teachers, it was the increase in children's confidence in reading that was cited as the most positive outcome. Although resource constraints in some schools did limit the scope of the programme, the paper argues that it boosted the reading development of a number of children and may have acted as a catalyst for stimulating a lasting pleasure and joy in reading.  相似文献